Computing 2014: Some ideas on
assessment
The DfE has released details of what students should study but has left the subject of assessment up
to individual schools to pick and choose what suits them best in order to show progression.
There have been some really innovative ideas suggested so far. This document attempts to pull
some of these ideas together but deliberately tries to be as minimalist as possible and as easy to
assess as possible. Other teachers may well choose to add extra things to this document, but I
wanted something that linked really clearly from assessment criteria, written in pupil friendly
language, back to the original 2014 curriculum requirements.
This is not an official document. Any suggestions, or criticisms are welcome!
The curriculum
I’ve copied and pasted the criteria here for quick reference. You can find the originals here:
https://www.gov.uk/government/publications/national-curriculum-in-england-computingprogrammes-of-study
I’ve split them into the topics that are suggested at the end of the joint CAS / Naace guidance:
Computer Science (CS), Information Technology (IT) and Digital Literacy (DL)
I’ve also split each key stage into rows in the table based on the bullet points and semicolons in the
curriculum.
Key Stage 1:
Key Stage 1
Pupils should be taught to:
Statement
understand what algorithms are; how they are implemented as
programs on digital devices; and that programs execute by following
precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
use technology purposefully to create, organise, store, manipulate and
retrieve digital content
recognise common uses of information technology beyond school
Topic
Computer Science
Information
Technology
use technology safely and respectfully, keeping personal information
private
identify where to go for help and support when they have concerns
about content or contact on the internet or other online technologies.
Digital Literacy
Key Stage 2
Key Stage 2
Statement
design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and
to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they can
provide multiple services, such as the world wide web; and the
opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are
selected and ranked, and be discerning in evaluating digital content
select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a range of
programs, systems and content that accomplish given goals, including
collecting, analysing, evaluating and presenting data and information
use technology safely, respectfully and responsibly
recognise acceptable/unacceptable behaviour
identify a range of ways to report concerns about content and contact.
Topic
Computer Science
Information
Technology
Digital Literacy
Key Stage 3
Key Stage 3
Statement
design, use and evaluate computational abstractions that model the
state and behaviour of real-world problems and physical systems
understand several key algorithms that reflect computational thinking
[for example, ones for sorting and searching]
use logical reasoning to compare the utility of alternative algorithms
for the same problem
use two or more programming languages, at least one of which is
textual, to solve a variety of computational problems
make appropriate use of data structures [for example, lists, tables or
arrays]
design and develop modular programs that use procedures or
functions
understand simple Boolean logic [for example, AND, OR and NOT] and
some of its uses in circuits and programming
understand how numbers can be represented in binary, and be able to
carry out simple operations on binary numbers [for example, binary
addition, and conversion between binary and decimal]
understand the hardware and software components that make up
computer systems, and how they communicate with one another and
with other systems
understand how instructions are stored and executed within a
computer system
understand how data of various types (including text, sounds and
pictures) can be represented and manipulated digitally, in the form of
binary digits
undertake creative projects that involve selecting, using, and
combining multiple applications, preferably across a range of devices,
to achieve challenging goals, including collecting and analysing data
and meeting the needs of known users
create, re-use, revise and re-purpose digital artefacts for a given
audience, with attention to trustworthiness, design and usability
understand a range of ways to use technology safely, respectfully,
responsibly and securely, including protecting their online identity and
privacy
recognise inappropriate content, contact and conduct and know how
to report concerns.
Topic
Computer Science
Information
Technology
Digital Literacy
Key Stage 4
Key Stage 4
Statement
develop their capability, creativity and knowledge in computer
science1
develop and apply their analytic, problem-solving, design, and
computational thinking skills
develop their capability, creativity and knowledge in digital media
and information technology
Topic
Computer Science
Information
Technology
understand how changes in technology affect safety, including new
ways to protect their online privacy and identity, and how to identify
and report a range of concerns.
Digital Literacy
Overview of all Key Stages
The following page shows the all four key stages in one table. You may need to print to A3 or zoom
in to read it, but it tries to give a visual overview of progression in each topic coming straight from
the curriculum statements. Computer Science is the dominant topic, particularly at KS3, so I’ve split
it into three further sections: Algorithms, Programming (algorithms implemented in code) and
hardware & data representation. You could argue that it would be better just to have one big CS
topic. Feel free to adapt if you have a strong opinion either way!
1
This statement has been split from the original in the 2014 Curriculum: All pupils should be taught to develop
their capability, creativity and knowledge in computer science, digital media and information technology
Topic
Key Stage 1
Algorithms
Understand what algorithms are and they are
implemented on digital devices
Understand that programs execute by following precise
and unambiguous instructions
Programming
Develop and apply their analytic,
problem solving, design and
computational thinking skills
Understand several key algorithms that reflect computational
thinking (e.g. searching and sorting)
Develop their capability,
creativity and knowledge in
computer science
Use logical reasoning to explain how some simple algorithms
work
Detect and correct errors in algorithms and programs
Use logical reasoning to compare the utility of alternative
algorithms for the same problem
Design, write and debug programs that accomplish specific
goals, including controlling or simulating physical systems
Use 2 or more programming languages, at least one of which is
textual, to solve a variety of computational problems
Use sequence, selection and repetition in programs
Make appropriate use of data structures (e.g. lists, tables or
arrays)
Work with variables
Work with various forms of input and output
Hardware / Data representation
Computer Science
Key Stage 4
Design, use and evaluate computational abstractions that model
the state and behaviour of real world problems and physical
systems
Debug simple programs
Design and develop modular programs that use procedures or
functions
Understand how computer networks, including the internet,
can provide multiple services (such as the World Wide Web)
and the opportunities they offer for communication and
collaboration
Understand simple Boolean logic (e.g. AND, OR and NOT)
Use search technologies effectively
Understand how numbers can be represented in binary and be
able to carry out simple operations on binary numbers (e.g.
addition and conversion between binary and decimal)
Appreciate how search results are selected and ranked
Understand some of Boolean logic's uses in circuits and
programming
Understand the hardware and software components that make
up computer systems and how they communicate with one
another and with other systems
Understand how instructions are stored and executed within a
computer system
Understand how data of various types (including text, sounds
and pictures) can be represented and manipulated digitally in the
form of binary digits
Use technology to purposefully create, organise, store,
manipulate and retrieve digital content
Information
Technology
Key Stage 3
Solve problems by decomposing them into smaller parts
Use logical reasoning to predict the behaviour of simple
programs
Create simple programs
Recognise common uses of information technology beyond
school
Use technology safely and respectfully, keeping personal
information private
Digital
Literacy
Key Stage 2
Identify where to go for help and support when they have
concerns about content or contact on the Internet or other
online technologies
Be discerning in evaluating digital content
Select, use and combine a variety of software (including
internet services) on a range of digital devices to design and
create a range of programs, systems and content that
accomplish given goals including collecting, analysing,
evaluating and presenting data and information
Use technology safely, respectfully and responsibly
Undertake creative projects that involve selecting, using and
combining multiple applications, preferably across a range of
devices, to achieve challenging goals, including collecting and
analysing data and meeting the needs of known users
Develop their capability,
creativity and knowledge in
digital media and information
technology
Create, reuse, revise and repurpose digital artefacts for a given
audience, with attention to trustworthiness, design and usability
Recognise acceptable / unacceptable behaviour
Understand a range of ways to use technology safely,
respectfully, responsibly and securely, including protecting their
online identity and privacy
Identify a range of ways to report concerns about content and
contact
Recognise inappropriate content, contact and conduct and know
how to report concerns
Understand how changes in
technology affect safety,
including new ways to protect
their online privacy and identity
and how to report a range of
concerns
Assessment post levels
At the time of writing (Feb 2014) we’re in a bit of a difficult position. The DfE says we shouldn’t use
levels as they were never designed to be an exact measure. Learning doesn’t always (if ever!)
happen in a neat, linear fashion so the idea of making a certain number of split levels of progress in a
set period of time was always a bit of a statistical fantasy. But, as teachers, we’re still held
accountable to proving that each student has made demonstrable progress and all our assessment
procedures are built around ‘old’ national curriculum levels.
Various alternatives have been mooted, (e.g. letters, colours, badges, hairstyles) but they all involve
the teacher going through the arduous task of ‘which attainment description most closely matches
the piece of work that I’m supposed to be marking’ and the student then being afraid to be the first
to ask ‘what does this number / colour / badge actually mean and how can I get better?’
As a teacher I want something fast and unambigious because I hate spending time marking and I
need to be objective rather than subjective when comparing the progress of one student to that of
another.
As a parent I’d want something with inherent meaning and value so that I don’t have to defer to a
smug teacher at a parents’ evening lecturing me what all the different numbers / colours / symbols
mean.
As a student I’d want something that recognises what I’ve done and points me towards what I need
to do without needing further explanation from my teacher.
What are the options?
I didn’t ever really feel that I got any of that with the old NC levels. APP was an improvement but it
was burdensome. Mark Dorling’s progression pathways2 is a great step in the right direction but the
statements would still be confusing to a lot of my students.
2
Progression Pathways Assessment Framework KS1 (Y1) to KS3 (Y9):
http://community.computingatschool.org.uk/resources/1692
Matthew Parry has converted these into ‘I can statements’3 which is very helpful:
The problem with progression pathways now is that it’s not clear what’s expected at each key stage
whereas as a teacher I’d like to know what’s expected at each year. Obviously, some students will be
above or below average, but I’d like a starting point and an ending point for each year.
The splitting of the
curriculum into 6
sections is neat, but I’d
ideally prefer a simpler
3 way split, much like
the one in the
excellent joint CAS /
Naace primary
guidance booklet4
which splits the
curriculum into the
three strands shown at
the beginning of this
document (CS, IT and
DL):
3
"I can" statements for Progression Pathways by Mark Dorling:
http://community.computingatschool.org.uk/resources/1744
4
Computing in the National Curriculum: A guide for Primary Teachers by CAS / Naace:
http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf
Another approach is a Jane Waite5 style document that lets the “I can” statements be ticked off as a
student completes a certain amount of work, with some indication level of confidence /
understanding that the student has shown. Too many boxes to tick are a bad thing, but carefully
selected and well worded “I can statements”, with a simple formula for how many ticks equate to
each grade could be a really simple way for teachers to assess work and a really useful piece of
feedback to a student who wants to know how to improve.
Bloom’s Taxonomy
The CAS / Naace document also mentions the idea of using Bloom’s taxonomy to differentiate
between students who can just reel off the facts and those that have properly understood them,
applied them and used them to inform and extend their work. I like this idea a lot because I believe a
vibrant, challenging and engaging curriculum should be much more than the accumulation of facts
(take note Mr Gove…).
I read around a little6 and tried to map out “I can statements on a flattened Bloom models (as there
was a lot of debate around which of analyse, evaluate and create was the best but a clear consensus
that applying knowledge is better than understanding it which is better than just simply
remembering it:
5
KS1 Programming Progression Grid through I can statements adapted by Matthew Parry:
http://community.computingatschool.org.uk/resources/1180
6
Some interesting (if you’re interested in that sort of thing!) reading on Bloom’s taxonomy in Computing: Is
Bloom’s Taxonomy appropriate for Computer Science? http://kar.kent.ac.uk/14605/1/Is_BloomColin.pdf and
Beyond Bloom: http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Higher level of understanding
Analyzing: Breaking
material or concepts into
parts, determining how the
parts relate or interrelate
to one another or to an
overall structure or purpose
Evaluating: Maki
ng judgments
based on criteria
and standards
through checking
and critiquing.
Creating: Putting elements together to
form a coherent or functional
whole; reorganizing elements into a
new pattern or structure
through generating, planning, or
producing.
Applying: Carrying out or using a procedure through
executing, or implementing. Applying related and refers to
situations where learned material is used through products
like models, presentations, interviews or simulations.
Understanding: Generating meaning from
knowledge or fact: interpreting, exemplifying,
classifying, summarizing, inferring, comparing,
and explaining.
Remembering: Retrieving,
recalling, or
recognizing knowledge from
memory
This is all very well in theory, but what does all of that look like and how does it help me assess my students? Taking a deep breath, I decided to try to map
the KS1 and KS2 computing curriculum “I can statements” to the different levels of understanding in Bloom’s taxonomy (see next page)
Computer Science
2014 Computing Curriculum: Key Stage 1
Remember
Understand
Apply
Analyse
Evaluate
Create
I know what an
algorithm is
I can explain the steps in
a simple algorithm
I can follow an algorithm without a
computer
I can break a problem down into smaller
steps
I can write an
algorithm on paper
I know what a
computer program is

I know what it
means to run a
program
I can explain how a
computer follows an
algorithm
I can run a program
I can spot an error in algorithm
I can compare
different algorithms in
terms of speed and how
easy they are to follow
I can use a program to solve a problem
I can find a bug in a program
I can explain why
debugging is useful
I can use a debugger to step through a
program
I know what a
“bug” is
I can tell when a program
runs correctly or has an
error
I know what it
means to debug a
program
I know what a file is
I can explain why it can
be useful to use a computer
Information
Technology
I know what a
computer is
I can write a simple
program
I can argue what
problems are best
solved by either
computer programs or
humans
I can use a computer to create a file
(document / presentation / picture etc…)
I can list jobs done by a computer inside
school
I can save my work on a computer
I can list jobs done by a computer outside
of school
I can say when it’s
better to use a
computer and when it’s
better not to.
I can create
something useful on the
computer
I can say how my
school could make its
students safer online
I can tell people what
they can do if they see
anything bad online
I can organise my files on a computer
I can open work on a computer
I know the
difference between
private and public
Digital Literacy
I can predict how a
computer program will
behave
I can fix a bug in a
program
I can list some
dangers of using the
Internet
I can explain why it’s
important to be safe online
I can describe what
information should be kept
private
I can edit my work on a computer
I can use a computer safely
I can use the Internet without giving away
private information
I can send a message using a computer
without upsetting anyone
I can recognise something online as bad or
wrong
I can recognise something online as good
or helpful
I can say how my
family could be safer
online
2014 Computing Curriculum: Key Stage 2
Remember
 I know what sequence means
Understand
Apply
Analyse
Evaluate
Create
 I can explain the difference between
input and output
 I can follow a sequence of instructions
 I can tell when an
algorithm has worked or
not
 I can compare two
different algorithms that do
the same thing in different
ways
 I can write my own
algorithm
 I know what selection means
 I know what repetition means
Computer Science
 I know what a variable is
 I know what an algorithm is
 I know what a program is
 I know what debugging is
 I can give some examples of what
algorithms can be used for
 I can explain why programs need to be
tested and debugged

 I can explain why computers are
sometimes used to control things
 I can explain why computers are
sometimes used to simulate things
 I know what computer control means
 I know what simulation means
 I can make a decision based on a
selection instruction
 I can repeat something a certain
number of times
 I can use a variable to keep track of
something (e.g. counting)
 I can explain how an
algorithm works

 I can run a program
 I can debug a program to
fix a problem
 I can spot when a
program goes wrong
 I can explain the
strengths and weaknesses
of using a simulation
compared the real thing
 I can design a program on paper
 I can fix an error in an
algorithm
 I can write my own
programs
 I can write a program
that controls a gadget
 I can make a simulation
of a physical system
 I can split a problem into smaller parts

 I can use a program to control a gadget
 I can use a program to simulate a
physical system
 I know what a physical system is
 I know what the Internet is
 I know what a network is
 I know what communication is
 I can explain the difference between
data and information
 I can use the Internet to communicate
with other people
 I can choose which program to use to
make a piece of work
 I can use the Internet to collaborate
with other people
 I can explain what the Internet can be
used for
 I can use software to create work for a
given purpose
 I can explain how the Internet lets
people communicate
 I can use a computer to collect data

 I can search for information on the
Internet
 I know what collaboration is
 I know what data is
Information Technology
 I know what information is
 I can use a computer to
analyse data to show
something useful
 I can evaluate how well a
piece of work does what it’s
supposed to do
 I can explain the
advantages and
disadvantages of using the
Internet to communicate
 I know what software is
 I know what searching the Internet
means
 I know what relevant means
 I know what respectful means
 I know what responsible means
 I know what safe means
Digital Literacy
 I can describe what can
go wrong when using the
Internet to communicate or
collaborate
 I know how to report unacceptable
uses of technology
 I can explain how the Internet lets
people collaborate

 I can explain why some search results
appear higher than others on a search
engine
 I can explain the difference between
acceptable and unacceptable behaviour
(when using technology)
 I can present my work
to others using a computer
/ device
 I can create advice for
others on how to search
effectively online
 I can ignore information that isn’t
relevant
 I can use technology safely
 I can use technology in a responsible
way
 I understand why people need to be
safe online
 I can use technology in a respectful way
 I understand why people should be
responsible online
 I can report unacceptable uses of
technology
 I understand why people should be
respectful online
 I can work out which
search result is the most
relevant
 I can create my own
piece of work
 I can spot acceptable and
unacceptable behaviour
(when using technology)
 I can evaluate how safe
someone’s behaviour is
(when using technology)
 I can create something
that tells people how to
stay safe
 I can evaluate how
responsible someone’s
behaviour is (when using
technology)
 I can create something
that tells people how to
use technology responsibly
 I can evaluate how
respectful someone’s
behaviour is (when using
technology)
 I can create something
that tells people how to
use technology
respectfully
2014 Computing Curriculum: Key Stage 3
Remember
 I know what a physical system is
 I know what a computational
abstraction is
 I know what an algorithm is
 I know what a programming language
is
 I know what a data structure is
Understand
Apply
Analyse
Evaluate
Create
 I can explain why computers are
sometimes used to model real world
systems and problems
 I can use a computer to model a
physical system
 I can list ways that a
computer model of a real
world problem might be
inaccurate
 I can compare the
advantages and
disadvantages of different
computer models of real
world problems.
 I can make a computer
model of a real world
problem or system
 I can explain why searching can be
useful
 I can explain why sorting can be useful
 I can explain the difference between a
graphical and text based programming
language
 I know what a procedure is
 I know what a function is
 I know what Boolean logic is
 I can explain why data structures are
useful when writing a program
 I can explain the difference between a
procedure and a function
 I know what binary means
Computer Science
 I know what hardware is
 I know what software is
 I can complete a Boolean truth table
for AND / NOT / OR
 I can give examples of what Boolean
logic is used for in electronic circuits
 I know what code execution means
 I know the units used to measure the
size of computer memory
 I can explain the difference between
binary and decimal
 I can explain the difference between
hardware and software
 I can explain how instructions are
stored as computer programs in memory
 I can use a computer to model a real
world problem
 I can follow a searching algorithm
without a computer
 I can describe the speed
or complexity of an
algorithm
 I can follow a sorting algorithm without
a computer
 I can explain what a
snippet of code does
 I can write instructions in a text based
programming language to solve a problem
 I can look up the
documentation for a given
procedure or function
 I can write instructions in a second
programming language to solve a problem
 I can adapt a program that uses data
structures like lists
 I can adapt a program that uses
functions or procedures
 I can adapt a program that uses Boolean
operators (and / not / or)
 I can convert a number from binary to
decimal
 I can convert a number from decimal to
binary
 I can add two binary numbers
 I can explain how images or sound are
stored on a computer
 I can explain what data compression is
why it is used
 I explain what different items of
hardware or software do
 I can load and run a computer program
 I run a program that loads an image or
sound
 I can fix logical errors in
programs that use Boolean
operators
 I can compare the
performance and cost of
similar items of hardware
 I can explain how
different parts of a
computer talk to each other
 I can work out how much
space a program takes up in
memory
 I can measure how much
space an image or sound
takes up in memory
 I can explain why
computers are sometimes
used to model real world
systems and problems
 I can argue why one
algorithm is more effective
than another for a given
task
 I can argue which
programming language is
more suitable for a given
task
 I can explain the benefits
of using functions or
procedures
 I can compare different
image or sound formats in
terms of how much memory
they take up
 I can write my own
programs that solve given
problems.
 I can write my own
programs that use data
structures like lists
 I can write my own
programs that use
functions / procedures
 I can write my own
programs that use Boolean
operators
 I can write a program
that converts from binary
to decimal (or vice versa)
 I can research and
recommend a computer
specification to meet the
needs of a given user
 I can write a program
that saves an image or
sound
 I know what an application is
 I can explain what different
applications do
 I can choose a suitable application for a
given task
 I can list the features of a
given application
 I can explain why people collect and
analyse data
 I can use applications to make a digital
artefact more suitable for a given audience
 I can analyse data
 I can explain how the target audience
should affect a digital artefact
 I can use application to make digital
artefact more suitable for a given purpose
 I know what data collection is
 I know what data analysis is
 I know what a digital artefact is
Information Technology
 I know what target audience means
in terms of a digital artefact
 I can explain what makes a digital
artefact fit for purpose
 I know what purpose means in terms
of a digital artefact
 I know what security means in terms
of using technology
 I know what privacy is
 I know what an online identity is
 I can collect data
 I create a digital artefact
that is fit for purpose
 I can create a digital
artefact that is suitable for
its target audience.
 I can use information
I’ve researched to create
work that others can trust
as being accurate.
 I can correct mistakes in my work
 I can evaluate how
suitable a digital artefact is
for a given purpose
 I can categorise activities as safe or
unsafe
 I can use technology safely, respectfully
and responsibly
 I can categorise activities as respectful
or disrespectful
 I can access information securely
 I can make information secure
 I can categorise activities as
responsible or irresponsible
 I can create an online identity
 I can categorise activities as secure or
insecure
 I can change the privacy settings for an
online identity
 I can explain what the law says about
privacy
 I can report inappropriate content,
contact or conduct safely and responsibly
 I know what inappropriate means
 I know who to speak to in order to
report inappropriate content, contact
and conduct
 I can make conclusions
based on data that I’ve
analysed
 I can evaluate how
suitable a digital artefact is
for a given audience
 I know what trustworthy means
 I know what safe, respectful and
responsible mean in terms of using
technology
 I can explain what the law says about
data security
 I can explain what information is public
and private for a given online identity

 I can give examples of inappropriate
content, contact and conduct
Digital Literacy
 I can comment on why
some information can or
can’t be trusted
 I can recommend an
application based on
reviews and experience
 I can spot unsafe,
disrespectful and
irresponsible uses of
technology
 I can find examples of
online security being
compromised
 I can find information
that should be private that
is currently public
 I can list advantages and
disadvantages of trying to
block inappropriate content
 I can evaluate the
security of an app or
website
 I can evaluate the way
that a product or service
deals with users’ privacy
 I can explore the reasons
why inappropriate material
exists online and the
consequences for families
and individuals
 I can create advice for
people wanting to stay
safe, be respectful and be
responsible online
 I can create advice for
people who want to their
data to be secure
 I can create advice for
people who want their
private information to stay
private
 I can promote ways of
reporting inappropriate
content, contact and
conduct
I’ve not done KS4 as it’s so vague and most exam specifications have their own very clear methods of
assessing KS4 work.
My ideal solution
In an ideal world, I’d like a computerised assessment system that had all the “I can” statements
already pre-loaded. I could then plan my scheme of work by thinking of something fun that students
could do and picking off the “I can statements” for that project.
It would then generate a Jane Waite style ticklist that students can use to guide them through their
work (no more “what do I do next?!”) Teachers could use the ticklist to assess the work with a
minimum of fuss, subjectivity or ambiguity, just a tick in a box to say whether they’ve done it or not.
Because each “I can” statement was mapped to a level of understanding (remember, understand,
apply…) you could then get a breakdown of depth of understanding for each pupil.
Because each “I can” statement was mapped to the original curriculum statements, you’d be able to
get a breakdown of the breadth of coverage of the curriculum.
Finally, if you adapted Jane’s tick sheets to allow you to say how much support was given to each
student (Couldn’t do this at all, needed help for all of it, needed help for some of it, did it on my
own) you’d have a breakdown of the level of independence that each student works at.
So for each student, the teacher would get something like this:
Name: Joe Blogger
Teacher: Mrs Computer
Subject: Computing
Project: eSafety Animation
Task
Completed:
max 3 ticks











I know what software is
I know what safe means
I can choose which program to use to make a piece of work
I can use software to create work for a given purpose
I know what respectful means
I know what responsible means
I know what safe means
I know how to report unacceptable uses of technology
I can create something that tells people how to use technology responsibly
I can create something that tells people how to stay safe
I can use technology safely
Help
needed
0-3 ticks



Ideally, this would all be done online, so that the data is stored for the teacher to review and the
student / parent to refer back to. The data would then be used to generate the following summary:
Name: Joe Blogger
Teacher: Mrs Computer
Amount completed:
21/33: 64%
Depth of understanding:7/12: 58%
Independence:
29/33: 88%
Subject: Computing
Average:
70%
How the grades are calculated
Amount completed would be calculated by adding up the number of ticks in the completed column
and dividing by the maximum possible number of ticks. This tells the teacher / student / parent how
much of the work the student is doing, giving an indication of pace and ability to keep up.
Depth of understanding would be calculated by the sum of the average amounts completed for each
stage in blooms (max three for remembering, max 3 for understanding, max 3 for applying and max
3 for the higher 3 combined). This tells the teacher / student / parent how deeply the student is
processing the information to be able to do something useful with it.
Independence would be done by counting up the number of ticks and taking it away from the
maximum possible number of ticks in the help needed column. This gives the teacher / student /
parent an indication of how well the student is able to motivate and manage themselves through a
piece of work.
This would be a pain in the backside to do by hand, but would be trivial for a computerised system to
do the calculations. A computerised system could also keep track of progress and give a breakdown
of strands (CS / IT / DL) or level of understanding over time.
The big questions are:
1) Would this system be useful?
and
2) Who’s going to make it?!
All comments and criticisms welcome. This is not an officially endorsed piece of work, just a
collection of thoughts. I’ve cobbled this document together pretty quickly so there are bound to be
mistakes. If I’ve stolen someone else’s ideas without crediting them, let me know – it’s not
deliberate.